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Research Article
Issue Date: July 01, 1984
Published Online: June 30, 2014
Updated: June 13, 2018
Defining a Child’s Zone of Proximal Development: Evaluation Process for Treatment Planning
Author Affiliations
  • Barbara Greenberg Lyons, PhD, OTR, is Assistant Professor, Department of Occupational Therapy, College of Associated Health Professions, University of Illinois at Chicago 60612
Article Information
Pediatric Evaluation and Intervention / School-Based Practice / Features
Research Article   |   July 01, 1984
Defining a Child’s Zone of Proximal Development: Evaluation Process for Treatment Planning
American Journal of Occupational Therapy, July 1984, Vol. 38, 446-451. https://doi.org/10.5014/ajot.38.7.446
American Journal of Occupational Therapy, July 1984, Vol. 38, 446-451. https://doi.org/10.5014/ajot.38.7.446
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Abstract

Therapists who evaluate children in school settings often find that information provided by standardized tests is insufficient for effective treatment planning. Vygotsky’s concept of defining a child’s zone of proximal development is introduced to help therapists gain insight into why a child experiences task failure and assistance that can facilitate the child’s task success. This evaluation process and treatment planning framework may be used by both school and clinic-based therapists to differentiate children who should receive direct occupational therapy services from those who can benefit from indirect service.